Yes. It takes about 22 minutes from Osaka’s Hankyu Umeda terminal to reach Hankyu Kansai-daigaku Mae Station (Kandai-mae Station) even by a local train. The campus is quite conveniently located near central Osaka. It’s about a 7-minute walk from Kandai-mae Station to the main gate of the campus. Along the way, on both sides of the street, there are many eateries and shops aimed at Kansai University students.

Students can learn a broad range of topics from pure mathematics to applied mathematics in small classes. The biggest characteristic of our program is that we have devised the curriculum such that fundamental, abstract, and initially hard-to-grasp concepts are reviewed repeatedly. We also ensure there is sufficient time allocated for this purpose. In particular, for important subjects like calculus and linear algebra, our curriculum dedicates more repetition and ample time than usual so that students can thoroughly master them.

We envision students who love mathematics, who enjoy solving mathematical problems, and who like to think things through carefully and patiently.

Yes, absolutely. The most important thing is that you have an interest in mathematics and like it. There is a saying: “What one loves, one will do well.” Being good at solving tricky entrance exam problems is wonderful, but the most crucial thing in mathematics is having a solid foundation. As long as you have a good understanding of the math content taught over three years of high school, you are prepared. After that, all you need is the willingness to study once you enroll.

In high school, studying math often means memorizing formulas or example problems from reference books and then solving practice problems. Some people even mistakenly believe that getting good exam scores by doing this means they are “good at math.” In university, the content becomes much more abstract, so the rote memorization approach will no longer work and you will hit a wall. You will find that there are fewer instances where you can understand everything immediately just by listening to a lecture. Instead, you need to develop the habit of thinking through problems on your own until you fully grasp them. As you get used to this, you will gradually get the hang of it and find it easier to understand. You will also find that you can’t solve many practice problems as effortlessly as you might have in high school; however, you will be taking your time and solving them at your own pace, which—unlike in high school—can actually be quite enjoyable. When an abstract concept suddenly “clicks” and you understand it clearly (as if scales fell from your eyes), it’s a great feeling. In university, it is important to take your time and think deeply by yourself. If you can do that, you are well-suited for the mathematics department.

Starting with calculus, you will learn the fundamental parts of modern mathematics in areas such as algebra, geometry, analysis, and applied mathematics. You will develop fundamental skills, learn mathematics as a tool, and become familiar with modern mathematical methods and ways of thinking. You will also cultivate the ability to identify and solve problems on your own, as well as the ability to perform symbolic computations using computers.

Not a problem at all. Being comfortable with computers is certainly convenient, but even if you can’t use one at the time of enrollment, you won’t be at a disadvantage. Everyone will learn to use computers as needed after entering university. In fact, the mathematics department provides instruction in the computing skills needed for mathematics starting from the basics, so there’s no need to worry. For instance, in the first-year course “Computer Basics,” you will learn how to use software like Word and Excel. Of course, being proficient is better, so it would be good to practice little by little before graduating. That said, there are many excellent mathematicians who aren’t particularly adept with computers.

While our curriculum does include courses such as experimental mathematics and others that involve computing, fundamentally the program is structured around the three pillars of mathematics: algebra, geometry, and analysis. Upon enrollment, you will primarily take courses in these areas. (In other words, you should consider our department a traditional mathematics program. It is not centered on computer science, although computing is included as a tool in some courses.)

Problem practice is certainly important at the university level as well, so of course we do it. However, unlike many other universities, Kansai University does not incorporate problem drills as a separate “exercise” course in the curriculum. This is because if we give students a large set of problems all at once in a single exercise class, most students cannot fully work through them. In that format, many students would end up only solving the one problem assigned to them and simply copy down the solutions that other people present for the rest, which is not an effective learning experience. At Kansai University, after each lecture we assign a small number of problems as homework, ensuring that students have time to work on them at home, and then we go over those problems in the next class. This approach is similar to how high school classes are conducted, so it should feel approachable for students. The important thing is that you attempt to solve at least some problems on your own. Also, at Kansai University we focus on a lot of practice problems that are not extremely difficult but are aimed at understanding the fundamentals. As long as you are motivated, you will be fine.

I know someone who can memorize any proof (no matter how long) as long as it’s logically coherent. It sounds like you might be a different type of person. The fact is, there isn’t only one way to prove something. Perhaps somewhere in the many books in the library there is a proof presented in a way that leaves a strong impression on you and is hard to forget. Better yet, you could try to reconstruct the proof in your own way. Doing so would lead to a deeper, genuine understanding. Also, it might help to visualize the logic of a proof in a diagram or picture. If you study a proof thoroughly and grasp its essential parts, you will be able to reproduce the proof on your own, so there’s no need to worry. If you develop the habit of really savoring a proof as you study it, you’ll start to enjoy studying proofs. Furthermore, the proofs of important theorems are treasure troves of examples of how fundamental theorems learned so far can be applied. By studying these proofs in depth, you can learn how those important theorems are used. Once you truly understand the essential parts of a proof, you will find that you can remember it, because you understand why each step works. In short, focus on understanding proofs deeply rather than rote memorization—once the logic clicks, the proof will stick with you.

There are many ways to answer this question on various levels. One major benefit of studying mathematics for four years at the university level is that you will develop the ability to abstract concepts and think logically. This ability is very important no matter what you do. In particular, in modern society where individuals often need to think and make decisions on their own, logical and abstract thinking is an indispensable skill. Of course, it would be ideal if you can also acquire a broad knowledge of different areas of mathematics and learn to apply it—if you can do that, it’s fantastic.

“Special Research” is essentially what is commonly referred to as a seminar. At many universities’ math departments, a graduation thesis is not required, but in Kansai University’s math department, students do write one. However, rather than expecting a brand-new academically significant discovery, the content is more like a summary of what you have learned over the year in your Special Research seminar. At the beginning of the year, in consultation with your professor, you choose a specialized book (often a foreign-language textbook) that you want to study, and then you spend the year studying it. The way it works is that for each session, you study on your own the portion assigned by the professor, and then you teach/present that content to the professor and other seminar members during the class. While you are presenting, the professor will ask you questions about important points. To avoid freezing up in front of the blackboard when that happens, you need to study the material thoroughly. In other words, you must prepare well enough that you can answer questions about the content. By doing this, you deepen your understanding. Essentially, the seminar is a process where you and a small group delve into a specific advanced topic under the guidance of a professor, and it culminates in writing a report (thesis) summarizing what you learned through that year-long study.

To aim for a career as a specialist, you cannot become outstanding by studying only mathematics to the exclusion of everything else. In university, you will need to read scholarly books in English and write and read research papers, which are usually in English. Therefore, you need to have a good foundation in English. Also — and this is not often recognized — proficiency in your native language (in our case, Japanese) is extremely important. There are surprisingly many people who end up not understanding the content of math books simply because they have poor Japanese reading comprehension, which means they ultimately fail to understand the mathematics as well. The ability to write clearly in Japanese is also very important. Having cultural and intellectual breadth is crucial: since having a good intuition and sensitivity is important in studying mathematics, having deep knowledge in fields like history or classical literature, for example, can actually be a plus (even though those are not directly required for math). If your range of interests is too narrow, you will hit a dead-end sooner or later. When you are young, it is important to take the opportunity to learn about a wide variety of things. Even when taking teacher employment exams or civil service exams, while specific teaching content or basic academic skills can be managed with short-term study, general cultural literacy comes from years of accumulated learning and cannot be acquired in a short time. Therefore, during high school, you should also study subjects other than math seriously, especially the so-called humanities subjects.

To put it bluntly: If your main intention is to have a lot of free time to play, you should not go to university, especially not into a science-related major. It’s true that math majors don’t have laboratory experiments that occupy a lot of time, so it might seem like we have more free time. However, math students have to spend time at home solving practice problems and studying on their own. In fact, the at-home study workload for math might make you even busier than students in science majors that have experiments.

Yes, you can — that’s why Kansai University established a Department of Mathematics. With students and faculty working together, we want to build the reputation that “Kansai University’s math department is excellent.” Kansai University has a great library, and the math faculty have put effort into enriching the collection of math-related books. It’s not perfect, but we have amassed a considerable quantity of high-quality books. Also, the notion that mathematics doesn’t fit with a “practical” or career-oriented university might just be a myth. Mathematics actually proves useful in unexpected fields. Even at a university known for practical education, a solid mathematics program can thrive and contribute in unique ways.

There are countless topics to research in mathematics. Mathematical research generally involves tackling unresolved problems that are known among mathematicians (with the goal of being the first in the world to solve them), or discovering new theorems (and of course, coming up with their proofs). By doing this kind of work, mathematical theory continues to advance as new results build on existing knowledge.

Let me speak in general terms about becoming a researcher at a research institute or a university (in other words, becoming a professor or professional researcher). There isn’t a formal “qualification” or license to become a researcher in mathematics. However, in recent trends, the thing that comes closest to a qualification is an academic degree, specifically a doctoral degree (Ph.D.). To earn that, typically you would go on to graduate school to study the field of mathematics you’re interested in. In graduate school, you would read advanced textbooks in your chosen area, study recent research papers, and work on your own research. You aim to solve an open problem or discover a new theorem, and then you compile your findings into a research paper. You submit this paper to a professional mathematics journal, and it undergoes peer review. If it is evaluated favorably and accepted, it gets published in the journal. That published paper counts as a research achievement. As you accumulate research achievements of that caliber, you can earn a doctoral degree. (Compared to the past, obtaining a Ph.D. has become considerably easier, so not having a doctorate would put you at a disadvantage in a research career.) When your research is recognized as significant, you may start to receive offers for full-time faculty positions at universities. In recent years, many university faculty positions are also advertised publicly, and it has become common to apply for those and be selected through a competitive process. Of course, to aim for a career as a researcher, it’s essential to first firmly acquire the fundamentals of mathematics during your undergraduate studies. Kansai University’s curriculum is characterized by ensuring that in the first and second years, students thoroughly and repeatedly learn the basics. For example, topics like calculus and vectors/matrices (linear algebra) are taught once in the first year, and then again in the second year at a higher level, with classes held twice a week. We also allocate separate time to reinforce those topics. We particularly make sure that the concepts which are abstract and hard to grasp—but crucial as a foundation if you specialize in mathematics later—are reviewed multiple times by devising the lecture content accordingly. The period up through the first semester of the third year is especially important for building fundamental skills, so we have structured the lectures to make it easier for students to solidify their foundational knowledge. If you study diligently, you will be fine.

There is absolutely no handicap. Mathematics is a world where ability is everything. If you study and acquire the skills, you can get jobs that make use of mathematics. If you go to graduate school, do research, and manage to publish your work in academic journals, it’s possible to obtain a job as a mathematician (for example, a university professor of mathematics). In general, the demand for female researchers is increasing. There are more women active in mathematics than the public might assume.

Not at all. In fact, many companies are looking for young talent with mathematical thinking skills. The analytical and logical thinking skills you gain by studying mathematics are highly valued. Companies across various industries have an increasing need for people who have learned to think mathematically.

Potential career paths for graduates include becoming a junior high or high school teacher, joining information technology or software companies, working in finance-related companies (insurance, banking, securities), working in roles involving statistics or data science, or entering manufacturing industries, among others. Skills acquired by studying mathematics—such as training in logical reasoning and problem-solving—have long been in demand in fields where those abilities can be applied. In recent years, the need for people with mathematical thinking has increased across all industries. Additionally, for those who want to study mathematics further or engage in research, going on to graduate school is an option to consider.

Yes, you can. In civil service examinations (both national and local) for upper-level positions, math problems covering material learned in the first two years of university are often included, so being good at math will give you a strong advantage. Also, wanting to go into public service does not necessarily restrict you to becoming a school teacher; however, if you do want to obtain a teaching qualification, our department makes it possible to earn those credentials (with the exception of elementary school, since we focus on secondary education). At our department, you can earn the Secondary School Teaching License (Mathematics) for high school and junior high. In fact, our curriculum is structured to allow you to obtain a teaching license as efficiently as possible alongside your degree. We not only aim to help students build fundamental mathematical skills, but we also encourage and guide students to improve their practical credentials—for example, by obtaining certifications like the Mathematics Certification (Sûgaku Kentei) to demonstrate their skills. This approach can enhance your actual competencies. So yes, if you enroll in our department, you can definitely pursue a career in public service, including becoming a certified math teacher (aside from elementary school teaching, which is outside our scope).

Think about it this way: wouldn’t it be unfortunate for students to be taught by a teacher who doesn’t like math? Please strive to become a teacher who has studied math, grown to love math, and can convey your passion for the subject to your students through education. In other words, if you currently don’t enjoy math, consider choosing a subject to teach that you do enjoy. But if you do choose math, commit to learning to like it—your enthusiasm will translate into better teaching and will inspire your students.

Yes, you will. The curriculum at Kansai University’s math department is structured to allow you to obtain a teaching license in the most efficient way. By earning the credits required for graduation from the Department of Mathematics plus taking courses such as “Mathematics Teaching Methods (I)”, “Mathematics Teaching Methods (II)”, “Educational Psychology”, “Teaching Practicum (I)”, “Teaching Practicum (II)”, etc., you can obtain a High School Teacher (Type-1) License in Mathematics and a Junior High School Teacher (Type-1) License in Mathematics. Note that to actually become a teacher in a public school, you will need to pass the teacher employment examination conducted by the respective prefectural (or metropolitan) board of education. Kansai University’s Faculty of Engineering Science, Department of Mathematics also offers courses to help prepare students for those teacher employment exams.

To become a teacher, you must obtain a teaching license. For that, in addition to the normal courses required for graduation (your mathematics major courses), you need to take courses called “teacher training courses” and earn those credits, as well as complete experiences like student teaching practicums. By doing so, you can earn a Type-1 Teaching License in Mathematics. If you wish to teach in public junior high or high schools, you will then have to take the teacher employment examination administered by the prefecture (or relevant local authority) and pass it. Our department provides advice and support for students preparing for those teacher hiring exams as well.

Generally speaking, yes, it is advantageous. The content of mathematics that can be learned at the undergraduate (bachelor’s) level consists of what you might call the “classical” parts of mathematics. (Of course, mastering those fundamentals is most important and also quite challenging.) With a solid understanding of the undergraduate material, you can certainly become a very capable teacher. However, by advancing to graduate school and continuing to specialize in mathematics, you can go beyond the basics learned in undergraduate and also get exposure to more recent developments in mathematics research. By studying mathematics more deeply, in addition to the Type-1 teaching license you earn in undergraduate, you can obtain a higher-level Specialized Teaching License (Mathematics) upon completing a master’s program (the first stage of graduate school). This “Specialized License” is treated as an advantageous qualification in teacher hiring exams and is also beneficial in your career after becoming a teacher. In summary, while it’s not mandatory to attend graduate school to become a school teacher, doing so provides additional expertise and credentials that can make you a more qualified and competitive educator.